Abstract:

In recent years, the rapid expansion of digital technologies in education has created new opportunities, but also new challenges for teachers seeking to integrate modern STEM tools and approaches into their classrooms. This presentation offers the perspective of a young researcher and student involved in designing and delivering training sessions for in-service teachers within several educational initiatives focused on technology-enhanced learning and STEM engagement.

Through programs such as ReConnect, STEAM-EXPERIENCE, and EASE, teachers participated in workshops introducing digital tools, low-cost scientific instruments, and inquiry-based activities designed to support data-driven exploration of environmental phenomena. These sessions were often facilitated by university students who acted as intermediaries between emerging technologies and classroom practice. From this position, the experience revealed both the enthusiasm and the hesitation that can appear when educators with many years of teaching experience encounter unfamiliar technologies or new pedagogical approaches.

The presentation reflects on the dynamics that emerge when “digital native” facilitators collaborate with experienced teachers. It explores practical questions such as how to explain complex technological systems in an accessible way, how to connect new tools with existing curricula, and what types of activities most effectively support teachers in adopting new methods. Particular attention is given to moments where dialogue between generations becomes a productive learning process in both directions: teachers contribute pedagogical expertise and classroom insight, while students introduce technological fluency and experimental approaches.

Rather than focusing solely on the technologies themselves, the discussion emphasizes the human and educational aspects of professional development: building trust, creating space for experimentation, and recognizing the value of mutual learning. The experience suggests that collaborative training environments where students, researchers, and teachers work together can help bridge the gap between rapidly evolving digital tools and the realities of classroom teaching.

The presentation will share observations from these training activities and reflect on how such intergenerational collaborations can support the development of 21st-century skills in STEM education, for both teachers and the students who help train them.

Acknowledgements:
This work was supported by the EASE (Educate, Act, Sustainably Share for the Environment) project, funded by the Erasmus+ KA220-SCH – Cooperation Partnerships in School Education programme

Keywords:

STEM education, teacher professional development, intergenerational learning, digital technologies in education, inquiry-based learning, student facilitators, technology-enhanced learning, teacher training, 21st century skills, collaborative learning.